Category: Essays

Please answer to the next two question as three paragraphs.
1. Identify 3 critical issues that arise with the application of a Code of Conduct and discuss.

2. Analyze one aspect of post-event public health systems development and a possible strategic intervention.
_________________________
use those references and( must use those) any other you see is a good reference..
Kapur, Chapter 3 Public Health Law and Chapter 5 Emerging Public Health Systems: Post Conflict and post-Disaster Settings

Coppola – Chapter 10 Participants- Multilateral Organizations and International Financial Institutions

The Humanitarian Charter https://ocw.jhsph.edu/courses/refugeehealthcare/PDFs/SphereProjectHandbook.pdf

https://www.odihpn.org/humanitarian-exchange-magazine/issue-19/reflections-on-the-humanitarian-charter

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Would like a sample response to the three questions posed at the end of the case study.

CASE STUDY EXERCISE
Unilever (UK/Netherlands)
Two weeks after Paul Polman had been appointed as Chief Executive, he asked for a review meeting with Cathy Bautista, Head of Unilever’s Knowledge Management Group. At the meeting they discussed Unilever’s achievements in establishing communities of practice and various knowledge repositories. However, he was concerned about the extent to which Unilever’s knowledge creation and transfer processes were aligned to corporate objectives and strategies. His fear was while there may be a lot of learning and knowledge within Unilever, it might be insufficiently focused towards delivering better products and services. He asked Cathy to re-evaluate current knowledge management activities from a strategic perspective and to put forward recommendations that would move Unilever towards a more purposeful approach to its learning and knowledge.
Unilever is one of the largest consumer goods companies in the world with an annual turnover of $40bn. The company employs around 250,000 people based in over 100 countries. It has a large and varied portfolio of foods, home and personal care products including such well-known brands as Flora, Omo, Ragu, Calvin Klein and Dove. Unilever invests around 2.5 per cent of its annual turnover in research and development leading to continuous product innovations and filing of patents each year. It takes learning and knowledge seriously and believes that transferring this knowledge into its products and services is a key source of competitive advantage. The organisation has ambitions to be ‘multi-local’ through understanding and anticipating local needs around the world and producing products and services that fulfil these needs. Internationally Unilever aspires to be a networked learning organisation with its diverse and dispersed workforce and often questions whether it has become more of a top-down ‘teaching organisation’.
Unilever’s Knowledge Management Group has aimed at delivering the learning organisation vision through a number of targeted interventions. They have developed a framework of organisational knowledge processes and focused their efforts on locating, capturing, sharing, transferring and creating knowledge. Cathy Bautista sees two clear reasons for this approach: ‘Firstly, as a group it is helpful to have a structured way of organising the what and the how of knowledge acquisition. Secondly, the team knows that to be able to give better advice and support to their customers, they must excel at what they do’. She recognises the benefits of learning from mistakes and ‘error harvesting’ but appreciates that it is more of an aspiration in some parts of the organisation. ‘Learning from success is relatively easy as we can actively promote and help embed lessons derived from successful experiences. Learning from failure is more sensitive but just as important. We are promoting a culture of being willing to learn as you go and to embrace and apply learning both from success and failure. This is what I would call a “wholesome way of learning”.’
Unilever started its knowledge management activities in 1996. A key strand of its activities has been the development of several dozen communities of practice (CoP). To initiate these informal networks, they organised ‘Knowledge Workshops’ to bring together key experts and practitioners from around the world. The purpose of the workshops was to focus efforts in a functional domain and to ascertain what people did and didn’t know about the area. The domain had to be core to Unilever’s strategy. This allowed a shared vocabulary and terminology to develop as well as identifying any knowledge gaps. Each workshop generated a ‘Knowledge Domain’ for each community of practice. This comprised handbooks, manuals, presentations and any information deemed valuable to that domain. There was also a list of key people and groups within Unilever who had long-term experience in that domain such as meal sauces.1 Each CoP had a champion to help coordinate and mobilise the network. The champion held a relatively senior position to encourage commitment and focus to the CoP. The aim of the CoP was to encourage collaboration between geographically dispersed plants and to cross functional boundaries. The CoPs were built around four key principles: deliverables, people, operations and leverage. The deliverables could be business deliverables such as increasing efficiencies in organisational processes or they could be knowledge deliverables such as new insights or producing best-practice guidelines. The people aspect ensured that there was a right mix of experts from diverse geographical and functional backgrounds. An ‘activist’ role was articulated in each CoP. The activist position rotated around the group and was introduced to ensure that there was strategic alignment with community activities. The operations element of each CoP was around creating a safe and trusting environment where people felt comfortable to contribute and co-create new knowledge. The leverage dimension was to create linkages between the different communities rather than having lots of isolated communities within such a large organisation. Each community developed their own identity and brand and engaged in two-way dialogue with other communities. 2 External feedback was provided to each CoP after it had been in operation for some time. This took the form of a health-check questionnaire and identified strengths and gaps in the persistence of the community. Each CoP also tried to classify the value of their activities in a variety of ways. This included a list of success stories, quotes from satisfied community ‘customers’ and use of the balanced-scorecard framework.

Another major strand in Unilever’s knowledge management endeavours was the development of an Intranet portal. The aim of the portal was to aid knowledge sharing and increase collaboration across the organisation. The portal held a knowledge repository with a search engine covering different CoP projects, a CRM database as well as key procedures and practices. The knowledge repositories were supported by ‘chat groups’ who provided hints, tips and guidance on how best to use the material. Community interactions were maintained using community software such as e-groups and Geocrawler. A ‘yellow pages’ database was created to help identify experts. The main challenge was getting experts to maintain and update their profiles regularly.3 Unilever has tried to capture the knowledge and learning of retiring employees through narrative accounts called ‘learning histories’. They used two game-show formats, ‘Blind Date’ to match people with the necessary expertise and ‘Mastermind’ to help people question a departing expert. The learning histories served as a form of organisational memory to help employees think through what they might do in similar situations.4 Learning from projects was captured in ‘Knowledge Debriefs’ to help prevent recurrent mistakes ‘re-inventing the wheel’ on each project. The debriefing focused on process and technical learning. Interviews were conducted with project participants to capture the five best and worst aspects of the project. These were discussed with all participants and documented as a form of process learning. Technical learning came from comparing key product attributes and consumer attributes set at the beginning of the project. Two delegates from new related projects attended the project debriefs to

ensure that mistakes weren’t repeated and any learning was transferred to the new project.5 Cathy reflected on her earlier meeting with Paul Polman and smiled at his perceptive remarks around knowledge management. She recalled her own affirmation in this area through organisational circulars:

‘Knowledge management needs to be aligned with CEO’s strategy. It will be essential to define how KM can support the business strategy as well as build and/or strengthen KM competencies across the business. Professional competencies need to focus not only on what people do, but also on what they need to know in order to deliver. In that sense the discussion shouldn’t be as to whose responsibility it is, either the CKO, CIO or HR function, but rather of how to ensure that those needs are deliberately identified and addressed’.
It was time to move some of this rhetoric into reality. Cathy called her knowledge management team together to discuss the way forward.

1 von Krogh, G, Nonaka I et al 2001, ‘Making the most of your company’s knowledge: a strategic framework’, Long range planning 34: 421-39.
2 Poss, A, Linse K et al 2005, ‘Unilever: Leveraging community value’, Inside knowledge 8(4).
3 Iske, PL 2002, ‘Building a corporate KM community’, Ibid, 6.
4 Higgison, S 2007, ‘The Knowledge: Sam Marshall’, Ibid, 27 June.

Questions:

1.What advice would you give Cathy Bautista on improving the strategic focus on Unilever’s knowledge management activities?

2. What changes, if any, would you make to Unilever’s communities of practice?

3. How could ‘learning histories’ be further developed to capture organisational memory?

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PRIMATE RESEARCH AND OBSERVATION PROJECT & PAPER ASSIGNMENT INSTRUCTIONS
This project and paper assignment consists of three components:
(1) Typed research paper
(2) Typed ethogram
(3) Ticket or receipt from Santa Ana Zoo, LA Zoo, San Diego Zoo (or Gibbon Conservation Center) ____________________________________________________________________________________________
! For this assignment, you must visit a local zoo to observe one individual primate for twenty (20) minutes, and create an ethogram in accordance with the instructions provided. You will also need to collect some additional information at the zoo, as well as conduct some research about the primate species you observed and include all the required information in your research paper.
! Your documents must be submitted to turnitin.com before the deadline indicated in the syllabus. No hard copy project papers or ethograms will be accepted. You must submit all required documents to turnitin.com by the deadline indicated in the syllabus in order to receive full credit for this assignment. If you are unable to scan your ticket/receipt, you must hand it in (with your first and last name clearly written on it) by the deadline indicated in the syllabus. Do NOT lose your zoo ticket/receipt! If you fail to submit your ticket/receipt (scanned with other documents and submitted via turnitin.com by the deadline, or handed in with your name clearly written on it by the deadline) you will lose points.
! Do not wait until the submission due date to submit your documents to turnitin.com in case you encounter any problems and need to seek assistance! Do not submit your documents too close to the deadline. You should allow at least a half-hour for your submission to completely upload. It is highly recommended that you submit your documents well in advance of the due date so you can check your own work for plagiarism. You can resubmit your documentation prior to the deadline. If you resubmit your documents prior to the deadline, be sure to resubmit all documentation in its entirety, as a resubmission will completely replace any previous submission.
! Cover sheets and/or report covers are optional, not required.
! Don’t plagiarize! (i.e., Do NOT copy information verbatim from anywhere – including zoo pamphlets or exhibit signs, the Internet, articles, or other papers). If you are unsure how to paraphrase properly or how to re- write any information in your own words, you must seek assistance from a writing tutor on campus.
____________________________________________________________________________________________
For your nonhuman primate observation project, you must visit (this semester) any one of the following zoos: San Diego Zoo, Santa Ana Zoo, or Los Angeles Zoo – or – as an additional option, you may attend a tour of the Gibbon Conservation Center (“GCC”) in Santa Clarita, California.
You MUST obtain a ticket or receipt from the zoo you visited (or you must sign in at GCC and request a receipt). Do NOT lose your ticket/receipt! Failure to submit a ticket or receipt will result in a loss of points! If you visited a zoo or GCC for another instructor during another semester, you must revisit one of the facilities this semester in order to complete this assignment satisfactorily. If you have a similar assignment for another instructor this semester, you can make one visit to a zoo or GCC in order to complete your research for both classes. You must follow the instructions for my assignment accurately in order to receive full credit for this assignment. If you work on a similar project/paper for another class, your assignment for this class must be original, and in accordance with the instructions provided herein. Do not submit the exact same paper for both classes.
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FORMATTING:
Your research paper must be typed: double-spaced, with a font size no larger than 12 (a cover page is optional).
INFORMATION THAT MUST BE INCLUDED IN THE RESEARCH PAPER:
Your research paper must contain all of the following information (written in your own words) in the following order:
1ST PARAGRAPH: (collect this information while at the zoo)
C Date and place you conducted your research for your project/paper.
C At the zoo: How did you obtain your information – tour guide, keeper, or from reading exhibit information?
(If you went to GCC – Who was your tour guide? How else did you obtain information?)
C What types primates does the facility have?
“At the zoo: What types of primates do they have at that particular facility (prosimians, Old World monkeys, New World monkeys, great apes, and/or small apes)? ***Don’t list all species, just the categories.***
” If at GCC: How many gibbons do they have total, and how many different species? List the common and scientific names of the different species.
” While at the zoo, choose one primate species and one individual to focus on, and provide both common name(s) and (properly formatted) scientific name of the species you have chosen to study.
” Is the individual you observed an adult male, adult female, juvenile male, or juvenile female? (If you can’t tell, seek assistance from zoo personnel. (If you are provided with the individual’s name, you can include it.)
” How many individuals are housed in the enclosure?
” Describe the enclosure. (Include average dimensions and a detailed description of the interior.)
” What types of locomotion did you witness? (You must use proper terminology.)
” What distinguishing physical characteristics did you notice?
” Describe any interesting or unusual behaviors that you observed. (If none, indicate so.)
” What types of enrichment did you observe? (If you are unsure, inquire with zoo personnel.)
” What did you learn about your primate (or other prosimians/monkeys/apes) as a result of your visit?
2nd PARAGRAPH:
” Restate both the common name(s) and (properly formatted) scientific name of the primate species you observed at the zoo or at GCC. Example: “My primate observation focused on an individual male lar gibbon (Hylobates lar).” (State something to this effect in your own words.)
” Is this species a prosimian, Old World monkey, New World monkey, great ape, or small ape?
” List the taxonomic information for your species. Include ONLY the following and list in this order: Kingdom:
Phylum: Class: Order: Family:
Genus: (In proper scientific format) Species: (in proper scientific format)
” For information on how to write scientific names, please see: http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWlatin.html
2
” List any subspecies including both common name(s) and (properly formatted) scientific name(s). *If there are no subspecies, indicate so.
” List all other species in the same genus including both common name(s) and properly formatted scientific name(s). *If there are no other species in the genus, indicate so.
” Discuss the anatomy/morphology (physical features) of the species you chose to focus on. You must indicate if there is sexual dimorphism and/or sexual dichromatism in this species. *If there is no sexual dimorphism or no sexual dichromatism, indicate so. Your description must include information for both adult males and adult females (average heights, weights, body lengths, body types/features, pelage, etc.).
” What is the primary method of locomotion for this primate species? Discuss using proper terminology. Is this species primarily arboreal or terrestrial – or both?
3rd PARAGRAPH:
” What is the natural habitat of this species? Include the type of habitat(s) and specific geographic location(s).
” What is the primary diet of this species? Discuss using proper terminology (e.g., omnivore, gumivore, herbivore, insectivore, carnivore), include the types of foods that comprise the primary diet, and also other foods they might eat.
” Discuss the social structure and type of social organization for this species, using proper terminology. Include the average number of individuals in a social group, and indicate if there is male dominance, female dominance, neither, or both.
” Discuss and describe the type of vocalizations this species of primate makes.
” Discuss a distinguishing feature or interesting fact about the primate species.
” What is the conservation status of your primate according to IUCN? This information must only come from the IUCN website. Do not rely on the IUCN information from any other websites, as they may not regularly check for updated status. Go to the IUCN Red List at: http://www.iucnredlist.org/amazing-species and enter the common or scientific name of the primate in the search box. If you have trouble locating the information after searching both common and scientific names, ask the instructor for help. You must include the in-text citation: (IUCN, 2014) and your reference list (bibliography) must include your IUCN reference (e.g., The IUCN Red List of Threatened Species. Version 2014.2. . Downloaded on 11 September 2014.) *** You will find the citation at the bottom of the web page. ***
” What is the conservation status of your primate according to CITES? You must list if your primate appears on Appendix I, II, or III, and the initial date listed. This information must only come from the CITES website. Do not rely on the CITES information from any other websites, as they may not regularly check for updated status. Go to the CITES-listed species database at: http://www.speciesplus.net/ and enter the common or scientific name of the primate in the search box. When the primate name comes up, look under “Cites Listing” for the Appendix and the Date. If you have trouble locating the information after searching both common and scientific names, ask the instructor for help. You must include the in-text citation: (CITES, 2014) and your reference list (bibliography) must include your CITES reference (e.g., CITES-listed species database . Downloaded on 11 September 2014.)
4th PARAGRAPH:
Write a brief discussion (in your own words) of the information you read about in article that you looked up about your primate species. Do NOT copy and paste the abstract! You should look up an article about your primate via the campus library. You can use the American Journal of Primatology or Folia Primatologica. If you have trouble finding an article about your primate, you should seek assistance from a campus librarian.
3
YOU MUST USE APA FORMATTING FOR YOUR RESEARCH PAPER
Your paper must be in APA formatting. APA formatting information is provided to you online where these instructions are posted. You must include in-text citations in your paper and have a (separate page) Reference Page (Bibliography). You should have a writing tutor on campus proofread your paper, and specifically ask him/her to confirm that your in-text citations and references are adequate, and are in proper APA format. You should provide the writing tutor with a copy of these instructions.
___________________________________________________________________________________________________
CONDUCTING YOUR RESEARCH
All of your references must come from primary sources in the scientific literature – this means peer reviewed scientific journals and/or scholarly books. Scientifically accurate and reliable material is difficult find on the Internet, and Internet sources are NOT appropriate for use in a scientific essay. Because it can be difficult for introductory level course students to locate all of the required information for non-human primates from peer reviewed scientific journals and/or scholarly books, there is an exception to the rule. If you are unable to locate all of the required information from scientific journals and/or scholarly books, you may use the following list of approved Internet sources. Do NOT use any other Internet sources to obtain your information. If you are unable to find any specific information using the following list of approved websites, you must seek assistance from the instructor well in advance of the due date for this assignment. You will need to search for an article about your primate from a peer reviewed scientific journal. Recommended peer reviewed scientific journals are the American Journal of Primatology and Folia Primatologica. If you are uncertain about researching information in peer reviewed scientific journals and/or scholarly books, you must seek assistance from a campus librarian.
List of instructor approved primatology websites:
IUCN: http://www.iucnredlist.org/amazing-species
CITES: http://www.speciesplus.net/
Animal Diversity Web: http://animaldiversity.ummz.umich.edu/site/accounts/information/Primates.html University of Missouri-Columbia Primate Fact Sheets: http://web.missouri.edu/~flinnm/courses/mah/facts.htm Arkive: http://www.arkive.org/?v=v2&utm_expid=5144489-2.yA8_u9a0TwiUlMDsDz9dIQ.1
PIN – Primate Info Net (University of Wisconsin): http://pin.primate.wisc.edu
Conservation International: http://www.conservation.org/how/pages/hotspots.aspx
Primate Conservation Inc.: http://www.primate.org/
Palomar College Primate Information: http://anthro.palomar.edu/primate/
Gibbon Conservation Center: http://www.gibboncenter.org/
Gibbon Research Lab: http://gibbons.de/main/index.html
Encyclopedia Britannica: http://www.britannica.com/
*** You MUST use IUCN and CITES for conservation status *** ___________________________________________________________________________________________________
ETHOGRAM
The instructions for completing your ethogram, a sample ethogram, and an ethogram template are provided to you online where these instructions are posted. Your ethogram must be properly formatted (see instructions, sample, and template provided to you online). You can download and use the template provided.

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Case Study (Part 3): Using the templates provided in class, create a model of the PDSA process around one of the school/district goals that can be used to guide future short cycles of improvement.
Questions to Consider:
What tools would you use with each step of the PDSA process? (2 pages)
What metric would you use to monitor the short cycles (every month, every quarter) and how would you collect and set up time for teams to review and analyze the data? (1 page)
What type of process or template would you use to organize the “do/act” phase of the cycle? (1 page)
What accountability steps would you introduce to make sure there is consistency across the team? (1 page)

The school goal is to promote good citizenship and high performing academics.

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In September 2014, there were a series of fast food workers’ strikes across the USA demanding an increase in the minimum wage to $15 an hour. Howard Schultz, Starbucks CEO, publicly stated that “the minimum wage issue is a double-edged sword,” because while it would mean higher wages for workers, it would also discourage businesses from hiring more workers (Huffington Post, 2013/3/21).
In class we have looked at three types of theories on unemployment –the Marxian theory, the Neoclassical theory and the Keynesian theory of unemployment.
Howard Schultz’s argument that raising the minimum wage to $15 an hour will discourage firms from employing workers is a neoclassical argument based on the substitution effect.

Write an open letter to Howard Schultz:
1) Explaining to him the economic theory of unemployment (neoclassical) which his argument is based on.
2) Explain to Mr. Shultz the underlying principle of distributive justice or fairness behind the neoclassical demand curve for labor. Do you agree that workers are paid the value of their contribution to output at the margin? Why or why not? (You may draw from Marx’s ideas on the exploitation of labor or you may use your own.)
3) Present the underlying principle of the labor-leisure trade-off behind the neoclassical supply curve for labor. What is Keynes’ critique of the labor-leisure trade-off?
4) Explain the income-effect of a wage increase or decrease on employment. On this basis, inform Mr. Schultz whether he is right or wrong.
5) Explain why unemployment happens according to Keynes (presenting the asset price theory) and tell him about the role of the government in a modern, monetary capitalist economy regarding job guarantee programs and ensuring minimum wages that allow workers to lead a decent life.

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Target group is older people.A. Use the concepts of nursing theory, research, and practice, based on the foundation of the arts and sciences courses, in the provision of care to diverse clients of all ages.
1. Find access, evaluate, and discuss complementary and alternative medicine information, practices, and promotions available using library databases and the internet.
B. Describe and use appropriate teaching-learning theories to design, implement, and evaluate educational experiences with clients of all ages and abilities.
1. Create a creative complementary and alternative medicine health information, health maintenance, or health promotion semester project in any media/format.
2. Enhance their wellness and health promotion skills through researching, writing, and teaching about a selected topic to peers or selected population.

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The essay should discuss postmodernism features in City of glass by Auster. Use the sources that are in the abstract, and add more 4 sources to make the argument strong.THE MAXIMUM NUMBER OF SOURCES ARE 8. If you find my sources are not useful in your argument you can replace one or two but not all of them.
In addition of the abstract, here are some questions to help you to build the argument.
1-what exactly make Auster’s novel is postmodern ?
2-does anyone or would anyone disagree with this characterization of the novel?
3- provide both views for critics who agree and disagree with your argument.
4- how might returning to Auster’s postmodernism novel provide insight into possible answers to the question of how we might define the contemporary literature?
(you have to include QUOTES from the novel to support the argument) it is really important.

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Develop your own personal marketing plan. If you do this correctly, you will be able to use this to market yourself into the job you want in order to reach the vision you have for your life.

When developing your Personal Marketing Plan be sure to include goals and strategies about how you are going to address the personal weaknesses you identified in your Brand Me Questions. Your personal weaknesses need to be addressed just as you would address a businesses’ weaknesses in a business marketing plan.

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Small-Scale Research Project: Experiential learning, or ‘learning by doing,’ is one of the most effective learning methods. That is why I want you to conduct a small-scale research project on a place of your choosing which analyzes and discusses the ways in which this place is gendered and/or sexualized. The spot can be a store, a café, a bus stop, an official building, a hairdresser, a gym, a farmer’s market, etc. You must spend at least 20 minutes in this place, observing and taking notes on what you see and hear. You should observe who uses this place most (i.e. women, men, or LGBTQI people) and how often and for what reasons they use it. You must take at least three visits to this place, and interact with people, asking about their experience of the place, as well as their opinions and feelings about it. You should carry a small notebook with you and jot down your notes in it. Once you have completed your visits and gathered sufficient data, write an outline for your paper, categorizing your data into themes that are relevant to gender and sexuality issues. You should clearly define your research question and make sure that you have appropriate evidence to answer the question. While analyzing your data, you should also draw on concepts, texts, and discussions from the course. If you want to include supportive texts from outside the syllabus, you are more than welcome to do that! Your final paper should not exceed 8 pages, excluding your bibliography. The bibliography should be attached as a separate page. You are expected to use at least 5 academic references (i.e. ethnographies, peer-reviewed journals, articles from edited volumes, etc.), 3 from the course readings (including recommended ones) and 2 outside the course material.

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You are an organizational consultant hired to help improve the effectiveness of an actual work
organization that you are highly familiar with (For those without work experience, interview a
relative, friend or classmate to obtain the necessary information). The organization can be a
publicly or privately run business, government or non-profit agency, located within or outside of
Canada. For a large-sized organization, you may focus on one unit of it (i.e., a specific division,
department or retail store outlet/location). First, briefly describe the organization in terms of its
mission and objectives, brief description of the workers’ jobs, and the overall structure and
organizational culture. Next, describe the problems faced in terms of their symptoms (overt
behaviors such as high absenteeism or tardiness) and the underlying causes (e.g., poor motivation
or interpersonal conflict among coworkers). Last, propose specific, concrete solutions that
address the symptoms and causes to improve the organization’s performance and productivity.
The problem diagnosis and solution proposal must draw specifically upon the concepts and
theories of OB as covered in the course. You are encouraged (but not required) to use outside
books, magazine and journal articles, and/or web-links to justify and support your position.

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